This study evaluates the effectiveness of school-home notes for increasing academic productivity and on-task behavior of low-income, African American children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a withdrawal, alternating treatments design, each student received school-home notes with and without a response cost component where students could lose points based on inappropriate classroom behavior. Under both conditions, teachers evaluated student behavior daily and parents provided consequences based on the evaluation. On-task behavior and academic productivity improved in all students under both treatment conditions. Adding response cost to the intervention did not increase its effectiveness. Teachers, parents, and students preferred the school-home note with the response cost component.